Qualitative expert evaluation of an educational intervention outline aimed at developing a shared understanding of cross-border healthcare.

Objectives: Although cross-border healthcare benefits many patients and healthcare professionals, it also poses challenges. To develop a shared understanding of these opportunities and challenges among healthcare professionals, we designed an educational intervention outline and invited experts in healthcare and education to evaluate it. The proposed intervention was based on theoretical principles of authentic, team, and reflective learning. Methods: Experts (N=11) received a paper outline of the intervention, which was subsequently discussed in individual, semi-structured interviews. Results: Based on a thematic analysis of the interviews, we identified 4 themes: 1) using the experience you have, 2) learning with the people you work with, 3) taking the time to reflect on the past and future, and 4) adapting the intervention to its context. Conclusion: According to the experts, the proposed intervention and its three underlying principles can enhance a shared understanding of cross-border healthcare. To unlock its full potential, however, they suggested adjusting the application of learning principles to its specific context. By situating learning in landscapes of practice, the intervention could contribute to the continuous development of cross-border healthcare.

Effectiveness of team-focused CPR on in-hospital CPR quality and outcomes.

Objective: We sought to identify changes in neurological outcome over time following initial training and subsequent implementation of team-focused CPR in an inpatient setting where responders practice specific roles with emphasis on minimally interrupted chest compressions and early defibrillation. Methods: This retrospective pre- vs post-intervention study was conducted at an urban 900-bed teaching hospital and Level I Cardiac Resuscitation Center. We included adult patients suffering in-hospital cardiac arrest occurring in non-emergency department and non-intensive care unit areas who received CPR and/or defibrillation. We compared survival with good neurological outcome at time of hospital discharge in the one-year periods before and after implementation of team-focused CPR. To investigate skill degradation, we compared cumulative survival with good neurological outcome in 3-month intervals against the before team-focused CPR baseline. Trained research associates abstracted explicitly defined variables from electronic health records using a standardized form and data dictionary to achieve consistency between collaborators. Results: Of 296 IHCAs, 207 patients met inclusion criteria and were analyzed. In 104 patients before team-focused CPR initiation, survival with good neurological outcome was 21%. In the 12-month period following team-focused CPR initiation, survival with good neurological outcome was 31% in 101 patients, risk difference 9.9% (95% CI -2 to 22%; p = 0.14). By quarterly time intervals, following team-focused CPR implementation, the cumulative survival with good neurological outcome at 3 months was 42%; at 6 months 37%; at 9 months 31%; and at 12 months 31%. Conclusion: In our single-institution implementation of team-focused CPR for in-hospital cardiac arrest, outcomes significantly improved at 6 months before declining towards baseline.

CBL on FHIR: A FHIR-Based Platform for Health Professional Education.

A FHIR based platform for case-based instruction of health professions students has been developed and field tested. The system provides a non-technical case authoring tool; supports individual and team learning using digital virtual patients; and allows integration of SMART Apps into cases via its simulated EMR. Successful trials at the University of Queensland have led to adoption at the University of Melbourne.

Leaders' induced justice perceptions as mediator of the relation between participative leadership behaviors and team learning.

Introduction: In today's complex and changing business environment organizations need to learn and adapt to emerging circumstances. Teams can be a preferred vehicle to facilitate solving challenges that require diverse perspectives and expertise, collaboration, and knowledge sharing among members. To support team learning, organizations need to understand and promote an appropriate environment that facilitates learning within teams. By drawing on Fairness Theory and Social Exchange Theory, this study explores the role of leader-induced justice perceptions as a mediator in the relationship of participative leadership and team learning. Methods: Using a split-half team survey methodology with a sample of 211 teams, the study analyzes the role of team justice climate as a mediation mechanism in the relationship between participative leadership behaviors and team learning. Results: Results from structural equation modeling analyses suggest that, at a team level, participative leadership behaviors have both a direct association with team learning and are partially mediated by the team's justice climate. Discussion: This study contributes to existing literature by offering evidence that the perceptions of justice instilled by leaders play a role mediating participatory leadership and team learning. Moreover, the study supports the idea that leader induced justice perceptions can be considered as an aggregated construct at the team level. From a practical standpoint, the findings imply that team leaders can contribute to create an environment conducive to team learning by treating team members with fairness.

Peer leader perspectives from a PLTL implementation in a Hispanic-serving institution.

Peer-Led Team Learning (PLTL) is a pedagogical approach that has been shown to benefit all students, especially underrepresented minority students and peer leaders in Science, Technology, Engineering, and Mathematics (STEM) disciplines. In this work, we present results from our study of the impact of PLTL on our peer leaders from a controlled implementation in general biology, general chemistry, and statistics courses at a Hispanic-serving, minority-serving institution. More specifically, we have measured our PLTL program's impact on our peer leaders' skill development, engagement with the subject material, and sense of belonging as peer leaders. Weekly peer leader reflections analyzed using the Dreyfus model exhibited a consistent set of skills, while those analyzed using the Pazos model revealed a consistent type of student-peer leader interactions, allowing for peer leaders to be assigned to specific levels in the hierarchy of each of the models. Analysis of eight skill-based Likert-scale questions on the SALG survey showed an overall positive shift at the highest level. Independent of the skill or interaction level of the peer leader, we observed several instances of peer leaders acknowledging development in their communication skills, sincere attempts at creating an engaging classroom, and a deep investment in their student's success. Peer leaders also reported improvements in understanding of the subjects they were teaching, wanting to persevere and solve problems independently, and feeling passionate about helping other students.

Team behaviors as antecedents for team members' work engagement in interdisciplinary health care teams.

Introduction: Due to the increasing complexity and diversity of work tasks in teams, teams need team members who are dedicated and energetic, both characteristics attributed to team members' work engagement. Especially in the domain of health care, high demands at work impact professionals' work engagement. Despite teams being the main work unit in this domain, team research on antecedents of work engagement has been neglected. The present study examines the role of team behaviors such as reflection activities in the relationships between demands at work and team members' work engagement. In doing so, the study aims to extend findings on team behaviors by considering cognitive and work-task related team behaviors as well as team behaviors that focus on emotional aspects. Methods: Data of 298 team members of 52 interdisciplinary teams of health and social care organizations which provide care and assistance were collected in this cross-sectional survey study. Relationships between team demands at work, team learning behaviors, dealing with emotions in the team and team members' work engagement were estimated in a mediation model using structural equation modeling (SEM). Results: The results indicate that team members' work engagement is positively related to team learning behaviors and dealing with emotions in the team. Cognitive team demands at work such as the complexity of work tasks, were found to relate positively to team members' work engagement, while emotional team demands such as the amount of emotional labor at work had a negative relationship. Team learning behaviors and dealing with emotions in the team were found to mediate the relationship between team demands at work and team members' work engagement. Discussion: Our results provide insights into the actual behavior of teams in the domain of health care, both on cognitive and emotional aspects, and the capability of team learning behaviors and dealing with emotions in the team to mediate the relationship between team demands at work and team members' work engagement. The findings encourage future researchers and practitioners to address cognitive, emotional and motivational components in team research to provide a better understanding of team conditions, team behavior and team outcomes.

Peer-led team learning in an undergraduate biology course: Impacts on recruitment, retention, and imposter phenomenon.

OBJECTIVES: The data presented in this note were collected during a multi-year project conducted in the context of large-enrollment introductory biology course at a large private R-1 research institution in the Northeastern United States. The project aimed to examine the impact of Peer-Led Team Learning (PLTL) on the recruitment and retention of marginalized groups in Science, Technology, Engineering, and Mathematics (STEM) majors. While several results from the project have been published, additional data of interest have yet to be reported. This data note reports on additional associations between PLTL participation and improved outcomes for students from groups that have historically been excluded in STEM. Additional data reported herein were collected to determine if students in the course experienced imposter phenomenon, and whether PLTL may be associated with reduced levels of imposter feelings. DATA DESCRIPTION: The data in this note includes academic information such as final course grades and academic level; socio-demographic information such as gender identity, minority status, and first-generation status; and information on student recruitment, retention, imposter feelings, and participation in Peer-Led Team Learning (PLTL). These data might be useful and of value to education researchers and undergraduate STEM instructors who are interested in improving equity in STEM education.

The relationships between perceived individual and team characteristics, individual and team learning activities with effectiveness in nursing teams.

Introduction: Team learning plays a crucial role in addressing the shortage of nurses and ensuring that there are enough trained and capable nurses available during times of crisis. This study investigates the extent to which individual learning activities (1) contribute to knowledge sharing in teams and (2) impact the effectiveness of nursing teams. Furthermore, we want to obtain more insight into whether (3) the antecedents of individual psychological empowerment, teamwork preference, and team boundedness contribute to individual learning activities and knowledge sharing in nursing teams. Method: We conducted a cross-sectional questionnaire study of 149 gerontological nurses working in 30 teams in Germany. They completed a survey measuring knowledge sharing, teamwork preference, team boundedness, individual learning activities, psychological empowerment, and team effectiveness (as an indicator of performance). Results: The results from structural equation modeling revealed that individual learning activities contribute to knowledge sharing in teams and, as a result, enhance team effectiveness. In particular, psychological empowerment was found to be associated with individual learning activities, while teamwork preference and team boundedness were related to knowledge sharing. Discussion: The results indicated that the accomplishment of individual learning activities plays an important role in nursing teams, as it is linked to knowledge sharing and, as a result, contributes to team effectiveness.

Adopting distributed pair programming as an effective team learning activity: a systematic review.

As online learning has become an inevitable trend in the post-peak era of the COVID-19 pandemic, distributed pair programming (DPP) is gaining momentum in both education and industry. DDP serves as a collaborative programming approach and also benefits the development of computational thinking, a fundamental skill in today's world. This study conducted a systematic review of studies on DPP published after 2010 to understand the themes and factors that impact the team effectiveness of DPP and thus inform future research and practices on how to better leverage this approach for teaching and learning. The results showed that individual characteristics attracted major investigations in the selected 23 studies, including prior programming experience, actual skill, perceived skill, gender, personality, time management, confidence, and self-esteem, with pair compatibility identified as a critical team design factor that significantly affects programmers' satisfaction. Although the feel-good factor in the team process was investigated, no significant impact was found. Under the team environment theme, we compared different opinions on the orientation (e.g., scripted roles) and the use of technology (e.g., integrated development environment tools). Future research should investigate how task structure influences team effectiveness of DPP and relates to computational thinking education. Additionally, because most studies were conducted in higher education contexts, more research in primary and secondary educational contexts is also needed.

Nurses' perspective on team learning in interprofessional teams.

AIM: The aim of this study is to find out what learning activities in interprofessional teams and what influencing factors for team learning activities in interprofessional teams can be described by nurses working in interprofessional teams. DESIGN: We conducted a descriptive interview study. METHODS: We used a semi-structured interview guideline and interviewed 10 nurses (N = 10) working in interprofessional teams. We analyzed our data using a qualitative content analysis. RESULTS: Nurses describe team learning activities of knowledge sharing, team reflection, and storing and retrieving. Furthermore, our results show that team stability is important for interprofessional teams. PATIENT OR PUBLIC CONTRIBUTION: Our results can be helpful for hospitals to improve organizational structures that help interprofessional teams to work together. Furthermore, vocational education and training for nurses should offer possibilities for nursing students to learn together with students of other fields.

The Influence of Technostress, Learning Goal Orientation, and Perceived Team Learning Climate on Intra-Team Knowledge Sharing and Innovative Practices Among ICT-Enabled Team Members.

In ICT-enabled teams, innovation involves intensive adoption of ICTs and knowledge sharing among all members rather than a few experts. However, ICTs bring not only efficiency but also technostress, which hinders knowledge sharing and innovative practices among team members. To investigate this paradox, we drew on the job demand-control (JDC) model derived from the control theory of occupational stress to construct a theoretical framework regarding the collective influence of technostress, learning goal orientation, perceived team learning climate, and intra-team knowledge sharing on the innovative practices of ICT-enabled team members. Our multiple regression analyses of 481 ICT consultants' responses show that intra-team knowledge sharing positively influenced innovative practices; perceived team learning climate positively moderated this relationship. Further, technostress negatively influenced intra-team knowledge sharing; learning goal orientation positively influenced intra-team knowledge sharing, although the relationship demonstrated an inverted U-shape. Finally, learning goal orientation negatively moderated the relationship between technostress and intra-team knowledge sharing. Our results shed light on the paradox regarding ICT adoption, with theoretical implications for employee-driven innovation, team learning climate, intra-team knowledge sharing, learning goal orientation, and managerial practices about the design and adoption of ICT-enabled jobs.

O Impacto da Liderança nos Comportamentos de Aprendizagem das Equipes de Trabalho / The Impact of Leadership on Work Teams Learning Behaviors

Resumo As equipes têm se consolidado como unidades estratégicas nas organizações, assim como seus comportamentos de aprendizagem consolidam-se como um dos processos grupais mais efetivos para atingimento de resultados, com o líder exercendo papel fundamental. O objetivo deste estudo foi mensurar o papel preditivo dos estilos de liderança transacional e transformacional sobre os comportamentos de aprendizagem da equipe. A testagem foi realizada com 79 equipes, média de 10 pessoas por equipe, integrantes de seis empresas, que responderam instrumentos sobre estilo de liderança e comportamentos de aprendizagem, presencialmente. Os resultados, nível meso, revelaram que a liderança explica 18,4% dos comportamentos de aprendizagem. Depreende-se, então, a importância do líder para criação de ambiente propícios ao compartilhamento e aprendizagem de equipes.

Abstract Teams have been consolidated as strategic units in organizations, as well as their learning behaviors as one of the most effective group processes for results achievement; and the leader has exercised a fundamental role. The aim of this study was to analyze the predictive role of transactional and transformational leadership styles on the team learning behaviors. The testing was conducted with 79 teams, mean of 10 people per team, members of six companies, which responded to instruments about leadership styles and learning behaviors in a face-to-face collection. The results, meso level, revealed that leadership explains 18,4% of learning behaviors. It is understandable, then, the importance of the leader for creating adequate environment for sharing and learning of the teams.

Internal fights over resources: The effect of power struggles on team innovation.

Power hierarchy is a recently growing topic among scholars. Although the previous literature has emphasized the importance of understanding power hierarchy in teams and demonstrated the negative consequences of power struggles among team members in team performance, it neglected to explore how power struggles impact other team functioning and outcomes. Drawing on social information processing theory and the team learning behavior model discussed, this study proposes that power struggles send aggressive social information to team members, and such social information negatively influences team learning. Social information emitted by power struggles undermines psychological safety and creates hostility and interpersonal tensions, which reduce team members' providing new ideas and information sharing. In addition, this study proposes a positive relationship between team learning and team innovation since team learning provides two key conditions (i.e., active knowledge integration and appropriate team climate) for successful team innovation. Lastly, this study suggests the mediating role of team learning between power struggles and team innovation. Using a sample of 99 teams from two organizations in Korea, this study tested the proposed model. In sum, this study found that (1) power struggles are negatively related to team learning, (2) team learning is positively related to team innovation, and (3) team learning mediates the relationship between power struggles and team learning.

Dynamics of Team Learning Behaviours: The Effect of Time and Team Culture.

This research study focused on team learning behaviours, particularly the extent to which teams use learning behaviours over time, as well as the influence of different team cultures on learning behaviours over time. Data from 33 university project teams were collected longitudinally at three moments (beginning, halfway point, and end of the project) and the analysis was conducted through growth modelling. A linear relationship between time and team learning through experimenting behaviour was found, suggesting that experimenting behaviour tends to increase over time in project teams. Moreover, the early development of team cultures that promote mutual understanding and good interpersonal relationships, the accomplishment of objectives, flexibility, and the search for alternative ways to perform tasks/problem solving are conducive to experimenting behaviours from the beginning of the teamwork. This study highlights the relevance of the temporal dynamics of team learning behaviours and their interaction with team culture.

Multi-Agent Team Learning in Virtualized Open Radio Access Networks (O-RAN).

Starting from the concept of the Cloud Radio Access Network (C-RAN), continuing with the virtual Radio Access Network (vRAN) and most recently with the Open RAN (O-RAN) initiative, Radio Access Network (RAN) architectures have significantly evolved in the past decade. In the last few years, the wireless industry has witnessed a strong trend towards disaggregated, virtualized and open RANs, with numerous tests and deployments worldwide. One unique aspect that motivates this paper is the availability of new opportunities that arise from using machine learning, more specifically multi-agent team learning (MATL), to optimize the RAN in a closed-loop where the complexity of disaggregation and virtualization makes well-known Self-Organized Networking (SON) solutions inadequate. In our view, Multi-Agent Systems (MASs) with MATL can play an essential role in the orchestration of O-RAN controllers, i.e., near-real-time and non-real-time RAN Intelligent Controllers (RIC). In this article, we first provide an overview of the landscape in RAN disaggregation, virtualization and O-RAN, then we present the state-of-the-art research in multi-agent systems and team learning as well as their application to O-RAN. We present a case study for team learning where agents are two distinct xApps: power allocation and radio resource allocation. We demonstrate how team learning can enhance network performance when team learning is used instead of individual learning agents. Finally, we identify challenges and open issues to provide a roadmap for researchers in the area of MATL based O-RAN optimization.

How Does Entrepreneurial Team Relational Governance Promote Social Start-Ups' Organizational Resilience?

Why are some social entrepreneurial teams able to adapt to challenges and leverage the opportunities that are generated from a crisis, and why can some start-ups achieve sustained growth yet others do not? From the perspective of relational governance, this study unpacked the mechanism of how entrepreneurial teams promote social start-ups' abilities to deal with crises and the mediating role of team learning through a survey of 396 social entrepreneurial team members. The results showed four key findings. (1) Trust among entrepreneurial team members has a positive effect on organizational resilience, whereas shared vision and communication-cooperation do not. (2) All the dimensions of relational governance positively promote team learning, and team learning is positively associated with organizational resilience. (3) Team learning mediates the effect of entrepreneurial team relational governance on organizational resilience; specifically, team learning plays a complete intermediary effect on shared vision and communication-cooperation to organizational resilience, whereas it plays a partial intermediary effect on trust in organizational resilience. (4) Team learning is the key factor to organizational resilience, whereas communication-cooperation promotes team learning the most. Practically, to strengthen social start-ups' organizational resilience, entrepreneurial team members must first improve their understanding of environmental adaptability and then engage in productive and creative dialogues to manage issues, improve team members' capability in information integration, as well as agree upon the action and activities that should be performed.

Innovation in Teams: The Role of Psychological Capital and Team Learning.

The main purpose of the present research was to analyze the relationship between team psychological capital and innovation, considering team learning as a mediating variable. A field survey was carried out, which included 124 work teams belonging to organizations from different sectors of activity. Hypotheses were tested through PROCESS. Results supported a direct positive relationship between team psychological capital and team innovation and an indirect influence of team psychological capital on team innovation, through team learning. The findings of this study highlight the role of team learning as an intervening process between team psychological capital and team innovation. Accordingly, managers should seek to develop team psychological capital and learning behaviors among their teams to promote innovation.

The Impact of Team Learning Climate on Innovation Performance - Mediating role of knowledge integration capability.

To address the fierce competition for corporate innovation in the digital economy, this study introduces knowledge integration capability as a mediating variable in light of social information processing theory, and explores the mechanism of team learning climate on innovation performance. Data were collected from a sample of 184 team members for statistical analysis, and Statistical methods such as descriptive statistical analysis, correlation analysis, and regression analysis were used to verify the study hypotheses through SPSS and Amos software, and the results showed that: (1) Team learning climate has a significant positive effect on knowledge integration capability. (2) Team learning climate has a significant positive effect on innovation performance. (3) Knowledge integration capability has a significant positive effect on innovation performance. (4) Knowledge integration capability partially mediates the role between team learning climate and innovation performance. The results proved the perspective of knowledge integration capability for the mechanism of team learning climate on innovation performance from the perspective of knowledge integration capability, and provided theoretical references for creating a learning climate in companies to promote members' knowledge learning and enhance innovation performance.

How to Solve the Time Dilemma? The Influence of Team Temporal Leadership on Team Innovation Performance.

Time pressure (TP) is the most common kind of pressure faced by R&D teams. How to improve team innovation performance (TIP) when time resources are insufficient has been a concern of practitioners and scholars. The purpose of this paper is to put forward some suggestions to solve that time dilemma. We conducted a survey based on a sample of 163 teams. In the first-stage survey (time 1), we measured the team temporal leadership (TTL) and TP. In the second-stage survey (time 2), we measured team learning behavior (TLB). TIP was measured in the third-wave survey (time 3). The results are as follows: (i) TTL has a significant positive impact on the TLB and TIP; (ii) TLB plays a mediating role in the relationship between TTL and TIP; and (iii) TP can positively moderate the relationship between TTL and TLB, that is, the promoting effect of TTL on TLB is more pronounced under the higher level of TP. These findings reveal the influence mechanism of TTL on TIP from the perspective of TLB and TP.

Applying the Input-Process-Outcome Model to Team Learning in Sport Sciences: An Exploratory Qualitative Study on Twenty Soccer Players.

In sport science literature, referring to the Input-Process-Outcome (IPO) model, few studies demonstrated links between team training and team learning despites several calls for empirical studies. Thus, this study aimed at exploring systemically the building process of the interpersonal coordination by focusing on (1) a specific antecedent (i.e., video feedback during practice), (2) the influence of this antecedent on the team learning process, and (3) outcomes from this process as shared cognitive contents. Thus, this study was original by examining empirically the IPO model in a sport-training context. Our study showed that Input influenced the specific learning Process during practice (five processes) and video feedback sessions (five processes) and produced Outcomes (six typical shared cognitive contents). Finally, results are discussed in relation to team learning processes theoretically identified in the literature and an IPO soccer model adapted to team learning in a soccer context is proposed.